While policy makers have attempted to standardize teacher evaluation, policy is implemented and enacted by school administrators. This study addresses the following question: Considering the legislative efforts to remove control of evaluation from local figures, do teachers perceive school principals as influencing the implementation of state-level evaluation policy and, if so, in what ways? I examined interviews from 14 teachers across four high schools within a district in North Carolina derived from a larger mixed method case study of teacher perceptions of evaluation policy and classroom practice. The results suggest a state-centralized teacher evaluation policy, such as the one utilized at the time of this study, can look vastly different to teachers at the school-level due to principal enactment of the policy. Furthermore, the data suggest the following themes influenced policy implementation: the capacity of principals to evaluate in a timely manner, what a principal chooses to value in a policy, and the perceived effectiveness of a principal as an evaluator of teaching. By taking a closer look at what is happening "on the ground"between teachers and principals in four schools utilizing the same state-level evaluation policy, the lessons learned in this study can help inform future policies.
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Frasier, Amanda S.. 2021. Principal-Led State Evaluation Policy: Teacher Perceptions at Four High Schools. Qualitative Report. Vol.26(9). 2769-2796. https://doi.org/10.46743/2160-3715/2021.4696 ISSN: 1052-0147